Harrison Elementary School

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Bridget Cowden-Hower » Reading Intervention teacher

Reading Intervention teacher

Hello!  My name is Mrs. Bridget Hower. I have been teaching in SCSD #2, for 17 years. In that time I have taught, Kindergarten, 1st grade, 4th grade and Title I reading and math. Title I is a unique program in which I work with students from grade levels Kindergarten-4th to assist in the development of reading skills and strategies that will last a life time. I love teaching reading! It is truly amazing to see students progress and gain confidence in their reading ability.
I have really enjoyed my time here at Harrison and love our school community and culture.  Thank you to all of you who have allowed me to work with your wonderful kiddos!  If you have any questions regarding reading intervention, please feel free to contact me at 307/872-1700 or howerb1@sw2.k12.wy.us.
Good Reading Habits
Besides learning reading fluency and comprehension skills and strategies, readers can also learn good reading habits. These behaviors should come naturally, just like eating and sleeping every day. If a child understands why it is important to implement good reading habits, they’re more likely to take on reading challenges eagerly. Parents can help by reminding their readers that good reading habits will improve their ability to succeed in school, as well as in life!
Learning Targets for Your Children
1. I can read independently for enjoyment.
2. I can read to someone, with someone, or by myself every day.
3. I can build sustained personal reading time from up to 20-40 minutes daily.
4. I can read fluently in phrases and not word for word.
5. I can learn vocabulary! Collect words!
6. I can read for meaning.  Ask yourself, "Does this make sense?"
7. I can set a reading goal.
8. I can track the words if I need to.
1. Read! Practice reading to improve. To that end, students take home 3-4 books weekly.  These books include decodables, fiction, and non-fiction genres.
2. Read to someone, with someone, and/or by yourself every day. Reading with family members is a wonderful way to spend time together and develop a love of reading, as well as to practice reading.  Yes, being a good reader takes practice.
3. Build sustained personal reading time to 20-40 minutes.  Depending on the age of your child, it is important to develop stamina for reading. For example, if you find that your child can only read about 5-10 minutes pretty well, but then gets tired, have them take a “mini vacation” to get back in the zone: look out the window, rub their eyes or ears, stretch the mouth, and/or shake their hands out. Ask your child to share suggestions to help themselves stay engaged.
4. Read in phrases, not word for word. We ---- don’t ---- talk ----- like ---- this ----- so ---- why are ---we ---reading ---- like ---- this? Readers should look ahead as they read to chunk words together into phrases. It’s a matter of training the eyes to look ahead. For example; if students understand what a preposition is, you can tell them to read prepositional phrases in chunks:  The playful dog ran --- under the fence. Some students hyper-focus on reading every word correctly and then they may lose comprehension.
5. Learn vocabulary! Collect words! Find interesting, important, or FUN words within their books and stories. Record them in a notebook or pin them up on the fridge. Together, discuss or write a short kid-friendly definition for each one. To encourage your kids to collect words, set aside 5-10 minutes a couple times a week and have them share their vocabulary list or words that were difficult or tricky to read. I continue to be amazed by how much students enjoy collecting words once turned onto a hobby!
6. Ask constantly, "Does this make sense?" If not, reread or use other decoding strategies like stretching or blending the word, using picture and/or context clues, look for familiar parts or chunks  (vowel teams, prefixes, or suffixes, beginning/ending blends).  Often readers just keep reading even when the book stops making sense or when the reader quits paying attention. A simple habit to get into is to STOP when the reader realizes he or she is lost. Rereading, reading slower, whisper reading, physically getting up and moving, or asking someone what a word means are all actions kids can take to get back on track. A good habit to get into when reading stops making sense is - do something!
7. Set a reading goal. Check in. Set a new goal. Keep a record of your child’s progress.  Are they consistently missing a word in their daily reading?  For example, teach your child to find small words within big words (hair), this can become the child’s personal reading goal. You can record it and keep a running tab of all the goals that s/he has mastered!  Then together, set a new goal. A great reflection question to ask is, “How do you know you’re a better reader?” 
8. Use a "tool" to track the words if you need to. Some readers need to track. Encourage the use of an index card, ruler, or other item and put it under the line of text they are reading. I’ve had students who read haltingly but once given an index card read much more smoothly.